Artifact 2 TPE 3: Interpretation and Use of Assessments
I have included a summative assessment that follows a student planned investigation. The assessment is in the form of a CER summary (Claim, Evidence, Reasoning). This assessment has high cognitive demand due to the many steps it takes to begin writing a successful CER summary. The student needs to formulate a testable claim, collect data, analyze their data, and connect their conclusion to the scientific concept. With this assessment, students are demonstrating mastery of a content standard: MS-PS4-2 When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material (CDE, 2013). As a teacher, I understand and use a variety of formative and summative assessments with varying levels of cognitive demand. I will use this assessment to determine the level of mastery of the target standard. For El students with low level writing skills, or for a student with special needs, I provide a paragraph frame to fill in. This is only done when I have discussed the level of English mastery with their ELD teacher or level of disability with the RSP teacher, and deemed it necessary to properly assessment content knowledge. Students in special populations, including EL students, are supported in content and assessment by having access to definitions of relevant content-specific terms before beginning the investigation. This helps ensure that the assessment will reflect their content knowledge.
I have included a summative assessment that follows a student planned investigation. The assessment is in the form of a CER summary (Claim, Evidence, Reasoning). This assessment has high cognitive demand due to the many steps it takes to begin writing a successful CER summary. The student needs to formulate a testable claim, collect data, analyze their data, and connect their conclusion to the scientific concept. With this assessment, students are demonstrating mastery of a content standard: MS-PS4-2 When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material (CDE, 2013). As a teacher, I understand and use a variety of formative and summative assessments with varying levels of cognitive demand. I will use this assessment to determine the level of mastery of the target standard. For El students with low level writing skills, or for a student with special needs, I provide a paragraph frame to fill in. This is only done when I have discussed the level of English mastery with their ELD teacher or level of disability with the RSP teacher, and deemed it necessary to properly assessment content knowledge. Students in special populations, including EL students, are supported in content and assessment by having access to definitions of relevant content-specific terms before beginning the investigation. This helps ensure that the assessment will reflect their content knowledge.
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References
California Department of Education (2013) NGSS for California Public Schools. Retrieved from https://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
California Department of Education (2013) NGSS for California Public Schools. Retrieved from https://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp